Reading is required in about 90 percent of the work done in school or college subjects.1 Students and teachers highly value reading ability. Students develop a sense of language structure and grammar and increase their vocabulary.3 Nunan says that by strengthening reading skills, students will make greater progress and development in all other areas of learning.4 In short, reading provides useful aspects, not only for education, but also in other areas of real life context. According to Schwartz, "I make sense" from the printed page is one of the main purposes of reading.
For students, misunderstanding can affect their score due to the incorrectness of answering the teacher's questions. This research aims to find out the correlation between field-independent reading performance of students. Is there a relationship between field independent students and the reading performance of fourth semester students of STAIN Ponorogo in the academic year?
To find out if there is any relationship between field independent and student reading performance of fourth semester students at STAIN Ponorogo in the academic year 2015/2016”. In this chapter, the researcher tells about the issues that make up the background of the study, problem formulation, purpose of the study, significance of the study and organization of the thesis.
LITERATURE REVIEW
Theoretical Background 1. Field Independent
- Reading
Brown defines field independence as the ability to perceive a particular, relevant item or factor in a 'field' of distracting items. He continues to define field dependence as the tendency to be "dependent" on the total field, so that parts embedded in the field are not easily perceived, even though that total field is more clearly perceived as a unified whole.25 It means that field independent and dependent has the opposite classification. Field independence has definition as the ability to focus on relevant items of the field without any distraction from the irrelevant items.
On the contrary, the field-independent way of perceiving is more likely to see the parts of the field as distinct from the organized ground.26 In addition, Witkin and Goodenough state field-dependent-independent identified the difficulty of separating an item from ' an organized field or to overcome an embedding context. On the contrary, field-independent individuals are more capable of uprooting abilities, but have an impersonal orientation.27 We can conclude that field-independent are good at social interaction, although they have limitations in distinguishing the relevant details between distracting items. On the other hand, field-independent people who have the ability to worry about the relevant items without being distracted by the irrelevant details are a "difficult to socialize" person.
Saracho and Spodek identify nine specific characteristics of field independence: (1) analytic; (2) be able to solve problems where the materials require structure; We can conclude that field independence can be detected if one has three main constructs; (1) more specific in analyzing information, (2) able to distinguish the details from the surrounding context, and (3) impersonal and socially separated. Witkin et al. continue that field-independent people are better able to restructure the perceptual field or impose a structure if one is missing.32.
Based on the above statements, we can see that there are positives and negatives to field independence.
Previous Study
For the second journal entitled "Field Independence-Dependence and the Teaching of Grammar" organized by Roberta G. It is consistent with previous studies of this cognitive style; moreover, the additional finding that field-dependent subjects did better with the example lesson suggests a useful alternative, at least for some students, to the usual classroom approach to grammar instruction. The difference between this research and the research in the journal above is that this article explores whether less rule-oriented instruction may prove more beneficial for field-dependent students.
Finally, Journal titled “A Comparative Study between Field Independent and Field Dependent Students in Reading Comprehension” by Dwi Artha Rini, Ujang Suparman, Sudirman. This article proves that field-independent students are better at reading comprehension than field-dependent students. The differences between this study and the study of the above journal are: (1) This article used the comparative design of research methodology.
Theoretical Framework
Hypothesis
It is useful for phenomena that can be expressed by quantity.64 According to Creswell, quantitative research is a means of testing objective theories by studying the relationship between variables.65. Correlational research involves the calculation of the correlation coefficient, which is a measure of the extent to which the variables change in the same way.66 According to Ary et al. correlation shows whether the relationship between paired results is positive or negative and the strength of this relationship.67 We can conclude that the goal of this research is to determine the correlation between two variables; variable (X) is domain-independent cognitive style, and variable (Y) is students' reading achievement. 66 Gary Anderson and Nancy Arsenault, Fundamentals of Educational Research 2nd Edition (UK: . The Falmer Press.
Population and Sample 1. Population
- Sample
Technique of Data Collection
The size of the validity coefficient is affected by the strength of the relationship between the test and the criterion and the range of individual differences in the group.76 For this reason, the researcher uses the Pearson product moment formula to assess validity. ΣX2 = sum of squared scores in X distribution ΣY2 = sum of squared scores in Y distribution ΣXY = sum of products of paired X and Y scores N = number of paired X and Y scores (items) 77. Reliability means that individual scores from an instrument should be almost the same or stable in repeated uses of the instrument and should not contain sources of measurement errors and consistent.78 To calculate reliability, the researcher uses Cronbach Alpha.
Instrument of Data Collection
This open format forces the respondent to come up with answers without having a list of "acceptable" options to choose from.82. The questionnaire applies a Likert scale where the respondent is presented with a sentence and asked to agree or disagree on a three, five or seven point scale. To determine the field independent of the students, the researcher assumes that the field independent can be measured by its characteristics.
This research uses 7 of 9 characteristics compiled by Saracho and Spodek; which are more suitable to be divided into questionnaires. According to Khotari, documentation or secondary data means data that is already available, ie. they refer to the data that has already been collected and analyzed by someone else. He mentions that secondary data are available in: (1) various publications of the central state local authorities; (2) various publications of foreign governments or of international bodies and their subordinate organizations; (3) technical journals and trade journals; (4) books, magazines and newspapers; (5) reports and publications of various associations connected with business, banks, stock exchanges, etc.; (6) reports prepared by researchers, universities, economists, etc.
Technique of Data Analysis
RESEARCH FINDING
Data Analysis
- Data Analysis of Field Independent
- Data Analysis of Students’ Reading Achievement
- Data Analysis of Correlation between Field Independent and S tudents’
The researcher analyzes mean, deviation standard of both Field Independent of the students and students reading performance and correlation between Field Independent and students reading performance of fourth semester English department students at STAIN Ponorogo. Before answering the question of whether or not there is a relationship between field-independent and student reading achievement, the researcher must analyze the data for field-independent and student reading achievement. Then determine the top-up and bottom-down scores for variable x to find the field independent's category.
A score between Mx-1.SDx and Mx+1.SDx indicates that the field is independent in the fair category. 16.07% or 9 students have a high categorization in the area of independence with a score of more than 41 students have a fair categorization in the area of independence with a score between 50-61, and 10.72% or 6 students have a low categorization in the area. independent of domain with a score of less than 50. After analyzing domain independence, the researcher then analyzes students' reading achievement or the y variable to determine whether their scores fall into the good, fair, or poor categories.
Then determine the top-up and bottom-down scores of variable y to find out the student's reading performance category. The table above shows that the reading performance of students varies widely. There are 12.5% or 7 students who classify reading performance well by scoring more than or 40 students have a fair classification in reading performance by scoring between 2.6-3.4, and 16.08% or 9 students have poor categorization of reading performance by scoring less than 2.6.
To analyze the data to find out the relationship between field independent and students' reading performance, the researcher uses the following steps:. From the calculation above, the researcher knows that df = 54 with the significant standard 5% has the value 0.2638. Based on the analysis of the data above, it can be known that the coefficient correlation contingency between field independent and students' reading performance is 0.3388.
From the above statement it can be said that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. In conclusion, there is a relationship between field-independent students and the reading performance of students from the fourth semester of STAIN Ponorogo in the academic year 2015/2016.
CLOSING
Conclusion
Suggestion
The definition of performance and the construction of tests for its measurement: an overview of the main trends. Khotari, Research Methodology Methods and Techniques 2nd Revised Edition New Delhi: New Age International (P) Ltd., Publishers, 2004.
